A Systematic Review of the Influence of Computer Game Use on the Academic Performance of 11–12-Year-Old Students from 2020-2025

Authors

  • Arlene D. Golloso, Marleonie M. Bauyotr 1. Full-time Faculty, Ateneo de Davao University – Grade School Unit, Davao City, Philippines 2. Professor, Ateneo de Davao University, Davao City, Philippines Author

DOI:

https://doi.org/10.70849/IJSCI

Keywords:

systematic review, computer games, academic performance, 11–12 years, PRISMA

Abstract

This systematic review explored the influence of computer game use on the academic performance of 11–12-year-old students from 2020 to 2025, guided by PRISMA 2020 guidelines. Searches across PubMed, PsycINFO, ERIC, and Scopus yielded 1,134 studies, with 12 meeting inclusion criteria. Results showed that excessive gaming, particularly more than two hours daily, was often linked to reduced academic achievement, while moderate or educational gaming tended to have neutral or slightly positive effects. Limitations included reliance on cross-sectional research, self-reported gaming behavior, and varied definitions of academic outcomes, which limited comparability and prevented meta-analysis. Overall, evidence suggests heavy gaming can negatively impact school performance, but structured or moderate gaming does not consistently cause harm. Future studies using longitudinal and standardized measures are recommended to better establish causal relationships.

Downloads

Published

24-10-2025

Issue

Vol. 2 No. 10 (2025): IJSCI VOLUME-02 ISSUE-10 OCTOBER 2025

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

[1]
Arlene D. Golloso, Marleonie M. Bauyotr, “A Systematic Review of the Influence of Computer Game Use on the Academic Performance of 11–12-Year-Old Students from 2020-2025”, Int. J. Sci. Inno. Eng., vol. 2, no. 10, pp. 972–981, Oct. 2025, doi: 10.70849/IJSCI.